Page 272 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
C1. Environmental Stewardship: analyse the role of individuals, the local community, and governments in achieving sustainability, and assess opportunities for personal stewardship and involvement in sustainability initiatives (FOCUS ON: Interrelationships; Geographic Perspective)
C2. Resource Use and Sustainability: analyse selected resource uses and sustainability practices in a variety of countries (FOCUS ON: Interrelationships; Geographic Perspective)
C3. Managing the Global Commons: explain the meaning and significance of the global commons, and analyse issues associated with the use and sustainability of its various elements (FOCUS ON: Spatial Significance; Patterns and Trends)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Environmental Stewardship
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
C1.1 identify opportunities for personal steward- ship and involvement in sustainability initiatives at a local, national, and international level (e.g., buying locally, participating in community gardens, conserving water, carpooling and ride sharing, walking or riding instead of driving, supporting organizations that promote sustainability), and assess the environmental, economic, social,
and political implications of their choices
Sample questions: “What can you, as an individual, do to reduce water use, energy consumption, air pollution, and waste? What environmental and economic effects would these actions have?” “What effects might
your decision to buy locally produced and manufactured goods have on you and your local community? How might that decision affect people in other countries that also produce or manufacture that product? Is buying locally always the most sustainable option?”
Using spatial skills: Students can encourage eating locally by using GIS to identify where different types of food are produced near their community and creating an infographic to display in the school halls. They can also use GIS water data showing their community’s connection with larger drainage basins to investigate the impact of their own water usage on the environment in the wider region.
C1.2 explain the role of governments and the local community in promoting and achieving sustainability, and identify ways in which individuals can encourage sustainability initiatives by governments and organizations in the community
Sample questions: “Why do governments have a crucial role to play in achieving sustainability? What are our governments doing to protect air and water quality and to manage climate change? How do we influence governments to follow policies that promote sustainability?” “How can conservation and the use of alternative energies contribute to sustainability? How can governments encourage these strategies at the local level?” “What are some of the political obstacles that governments might face in trying to implement sustainability policies?” “What can community groups and businesses do to promote sustainability?”
Using spatial skills: To support their investiga- tions of the role of governments in promoting sustainability, students can produce a map showing the ten countries with the highest level of installed solar capacity. The map can
be annotated to show, for each country, the average hours of bright sunshine per year
and the availability of government supports
or subsidies for solar power.
C. SUSTAINABILITY AND STEWARDSHIP OVERALL EXPECTATIONS
By the end of this course, students will:
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